[ دراسة العلاقة بين التحصيل الدراسي وبعض الجوانب غير المعرفية لدى طلاب جامعة الملك فيصل في ضوء بعض المتغيرات ]
Volume 13, Issue 1, September 2015, Pages 207–221
Yusra Zaki Aboud1, Ibrahim Salem Alsubatey2, and Fathi Abu Nasser3
1 National Center of giftedness and creativity Research, King Faisal University, Alhasa, Kingdom of Saudi Arabia
2 National Center of giftedness and creativity Research, King Faisal University, Alhasa, Kingdom of Saudi Arabia
3 National Center of giftedness and creativity Research, King Faisal University, Alhasa, Kingdom of Saudi Arabia
Original language: Arabic
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The present study aimed to identify the relationship between academic achievement among students of King Faisal University and some non-cognitive variables: emotional intelligence, and achievement motivation, and reflective thinking, in light of variables of: sex, specialization and academic level, To achieve the objectives of the study cumulative rates of students were obtained and then tests of: emotional intelligence , achievement motivation and reflective thinking were applied on(500) students at king Faisal university. the results of the study showed that there were positive relationship between the academic achievement of all of the emotional intelligence, reflective thinking, and achievement motivation, and also showed that there were statistically significant differences in favor of the female students in all variables of the study, there were significant differences in favor of students of scientific specialization in all variables, and there were significant differences in favor of Fourth-year students in reflective thinking and achievement motivation, while there were no differences related to emotional intelligence. Finally, the results showed that there were effect of these variables: gender, specialization and grade level on emotional intelligence, reflective thinking and achievement motivation, but there were no effects of these variables on academic achievement.
Author Keywords: Emotional intelligence, Motivation, Reflective thinking, Academic achievement, cumulative rates.
Volume 13, Issue 1, September 2015, Pages 207–221
Yusra Zaki Aboud1, Ibrahim Salem Alsubatey2, and Fathi Abu Nasser3
1 National Center of giftedness and creativity Research, King Faisal University, Alhasa, Kingdom of Saudi Arabia
2 National Center of giftedness and creativity Research, King Faisal University, Alhasa, Kingdom of Saudi Arabia
3 National Center of giftedness and creativity Research, King Faisal University, Alhasa, Kingdom of Saudi Arabia
Original language: Arabic
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The present study aimed to identify the relationship between academic achievement among students of King Faisal University and some non-cognitive variables: emotional intelligence, and achievement motivation, and reflective thinking, in light of variables of: sex, specialization and academic level, To achieve the objectives of the study cumulative rates of students were obtained and then tests of: emotional intelligence , achievement motivation and reflective thinking were applied on(500) students at king Faisal university. the results of the study showed that there were positive relationship between the academic achievement of all of the emotional intelligence, reflective thinking, and achievement motivation, and also showed that there were statistically significant differences in favor of the female students in all variables of the study, there were significant differences in favor of students of scientific specialization in all variables, and there were significant differences in favor of Fourth-year students in reflective thinking and achievement motivation, while there were no differences related to emotional intelligence. Finally, the results showed that there were effect of these variables: gender, specialization and grade level on emotional intelligence, reflective thinking and achievement motivation, but there were no effects of these variables on academic achievement.
Author Keywords: Emotional intelligence, Motivation, Reflective thinking, Academic achievement, cumulative rates.
Abstract: (arabic)
هدفت الدراسة الحالية إلى تعّرف العلاقة بين التحصيل الدراسي وبعض المتغيرات غير الوجدانية وهي الذكاء الانفعالي، والدافعية للإنجاز، والتفكير التأملي، لدى طلاب وطالبات جامعة الملك فيصل في ضوء متغيرات الجنس والتخصص الدراسي والمستوى الدراسي، ولتحقيق أهداف الدراسة تم الحصول على المعدلات التراكمية للطلاب ومن ثم تطبيق كل من مقياس الذكاء الانفعالي، ومقياس الدافعية للانجاز ومقياس التفكير التأملي على طلاب وطالبات الجامعة عددهم (500)، وقد بينت نتائج الدراسة وجود علاقة بين التحصيل الدراسي وكل من الذكاء الانفعالي والتفكير التأملي ودافعية الإنجاز وبينت أيضاً وجود فروق دالة إحصائياً لصالح الطالبات في كل متغيرات الدراسة، وكانت هناك فروق لصالح الطلاب من التخصصات العلمية في كل المتغيرات، وبالنسبة لمتغير المستوى الدراسي كانت الفروق لصالح طلاب السنة الرابعة في التفكير التأملي ودافعية الانجاز، في حين لم تكن هناك فروق تتعلق بالذكاء الانفعالي، وبينت النتائج أخير وجود تأثير للتفاعلات الثلاثية لمتغير الجنس والتخصص والمرحلة الدراسية على الذكاء الانفعالي والتفكير التأملي ودافعية الانجاز، ولم يكن لها تأثير على التحصيل الدراسي.
Author Keywords: الذكاء الانفعالي، التفكير التأملي، دافعية الانجاز، الانجاز الدراسي، المعدل التراكمي.
How to Cite this Article
Yusra Zaki Aboud, Ibrahim Salem Alsubatey, and Fathi Abu Nasser, “Studying The Relationship Between Academic Achievement And Some Non-cognitive Aspects Of Students At king Faisal University In Light Of Some Variables,” International Journal of Innovation and Applied Studies, vol. 13, no. 1, pp. 207–221, September 2015.
